Total English pre-intermediate Teacher's Resour (776372), страница 19
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Explaingoingto role-playan interview,withstudentA astheAintervieweeStudentandstudentB asthe interviewer.canchoosethejob theywantto applyfor.) Givethema fewminutestheirrolesandto preparemakenotes.Encouragethemto followtheadvicefromthetext.) Ssactouttheirdialoguestheirroles.andthenreverseInterviewersshouldgivereasonsat theendwhythepersongotor didn'tgetthejob.Askforvolunteersto actoutan interviewforthe restof the class.2a> Ssreadthroughthefirsttextquicklyto seeif theywereright.b > tetl Ssto turnto pager3r andreadtherestof thetextanddiscussthequestionin pairs.Getfeedbackfromthewhoieclass.3 ) Readthroughthesentenceswiththe class.AskSsto decidewitha partnerwherein thetexttheyshoutdgo.Tettthemto lookcarefullyat thesentenceswhichareimmediatelybeforeandaftereachgap.4 ) ReadthroughthestatementsandtelltheSsto readthroughthetextagainto decideiftheyaretrue(T)orfalse(F).Checkwiththewholeclass.theanswers5 ) 5s discussthequestionsin pairs.Getfeedbackfromthewholegroup.OPTIONALVARIATION5s actout the interviewas abovebut eachinterviewerinterviewsa[[the studentAs in turn (Ssrotatearoundthe ctass)andchoosesthe personwho theythinkis the bestfor the job.Allowa maximumtime (e.g.,fourminutesfor eachinterview).Teltthe intervieweesthat theycaneithertettthe truthor inventtheir'CV'.Fina[[y,haveeachinterviewertell the restofthe classwho theychoseandwhy.Vocabulary6 ) Ssworkin pairsto putthewordswithmakeor do.Checktheanswerswiththewholectass.TeltSsthereareno realrulesforwhenwe usethese.so it'sbestto learntheverbphraseitself.7a) ReferSsbackto thetextin Ex.z andon page131.Teltthemto underlinefiveexamplesof theseverbphrasesin thetext.Checktheanswersby askingthequestions:Q: Howmuchmoneyis Car[expectedto makeby zozo?(froo million).
Q: Howmanyhoursa daydoeshe do(ro hours). Q:Whattypeof decisionsdoeshebusiness?sometimesmake?(difficuttones). Q: ls he happywiththe progressthe businesshasmade?(yes) Q: Havethey madeanymistakes?(yes)b ) ReadthroughtheexamplewiththeSs,emphasisingthefactthattheymayneedto changetheformof do ormoke.Ssthencompletethequestionsin pairs.Checkwiththewholeclass.G) Ssaskandanswerthequestionsin pairs.Goaroundthectassmonitoringtheirconversations,encouragingthemto askfotlow-upquestionsto eachotherandto selfcorrectwhenyounoticean error.OPTIONALEXTENSIONAskSsto chooseoneofthe expressionsfromtheboxin Ex.5 andwritea questionin pairs(if theychooseonethat hasalreadybeenusedin Ex.7 thentheymustchangethe context).Tellthemthat thequestionmustbe writtenso that otherSscanreallyanswerit e.g.,Whenwasthe lost time you madeanappointmentot the dentist's7Ss standup and mingle,askingandansweringtheirquestions.At the end,eachpairreportsbackto the restofthe class.GrammarOPTIONALGRAMMARLEAD-INWritethe followingquestionson the board:Q: Couldyou go out until late whenyou werer4?Q: Canyou speakany other languagesapartfromyour own and Engtish?Q: Doyou think you wilt be ableto travelaroundtheworld in the future?Ss discussthe questionsin pairs.GetfeedbackandaskSswhichsentencesreferto the past,presentandfuture.8 ) FocusSson theActivegrammarbox.Tetlthemtoreadthroughthe notesandchoosethecorrectalternative.Elicitthecorrectanswersandwritethemon the board.Q:Whendo we usecon,could andbe oble fo? (to tatkaboutabitityandpossibility).Q:Whatverbformdo we useaftertheseexpressions?(theinfinitive;pointoutthatthisinfinitiveis withoutfo).(no;pointoutthechangeQ: Dowe usean auxiliaryverb?ofsubject-verborderin interrogativesandthe useofnofin negatives).9a ) Sscompletethesentencesin pairs.Checktheanswerswiththewholeclass.b > elayrecordingaftereverysentenceso9.4,pausingthattheSscanrepeat.Pointout thatconis pronouncedin twodifferentways.Eticit/modetthetwodifferentwaysandexplainthatnormallywe pronouncetheweakform/ken/in the contextof a sentenceexceptwithshort(Yes,I canor No,I can't)wherethestrongformisanswersused/ken/.1O) FocusSsonthetableandtheexamplesentence.GiveSsonemoreexample,e.g.,Shecouldn'tcookat allfiveyearsago.) 5s makesimilarsentencesin pairs.Goaroundtheclass,monitoringtheirwork.Elicitsentencesfromthewhoteclass.Lifelonglearning) Readthroughthe noteswiththewholeclassandtellSsto makea listforthethreepointsgiven.Then,in pairs,Ssaskeachotheraboutthosepointse.g.,Whatcouldn'tyou do a yearogoT) Finatty,theSsplanhowto improveandreachtargetsin pairs.) Getfeedbackfromthewholeclassabouttheseplansandpossibledates.Makea noteofthesethingsandasklaterin thecoursehowSsareprogressing.Thequestionshouldappearto be oneof personalinterest.Becarefulnotto pressuriseasSsneedto becomeautonomousintheir[earningandnotfeelthatthisis a teacher-imposedhomeworktask.Person to person11a> In pairs,Sstalkabouttheirabititieswithrelationto ptayingtheguitar,cooking,swimmingandpainting.b > Sschoosetwo moreactivitiesto talkabout.OPTIONALVARIATIONActive grammarUsecanto talk aboutabilityin the present.Usecouldto talk aboutabilityin the past.Usebe ablefo to talk aboutabititvin the future.) TettSs to look at Referencepage93.
Givethem a fewminutesto readthroughthe notesand ask:BeforedoingEx.ub, brainstormpossibleactivitiese.g.,ptayothermusicalinstruments,do othersports,ridea bikeor moped,usea computer,speaka foreignlanguageetc.Telleachstudentto writea question(present,pastor future)with one activitye.g.,Couldyou use a computerwhenyou wereseven?Ss mingle,askingandansweringquestions.At theend,eachstudentreportsbackto the wholeclassaboutwhattheyfoundout.OPTIONALEXTENSIONManystrangecrimesarecommittedeveryyearall overtheworld.Onesuchcaseis that of PeterBtain,a Britishman,whocompulsivelystolecarsfromshowrooms,drovethemarounofor severalhours,thenwashedandcleanedthemuntittheywerespotlessbeforeleavingthemat the sideof the road.Hewascommittedto sixyear'simprisonmentin April,zoo4.In this lessonSs listento a newsstoryaboutPeterBlainandanalysethe grammarof the PastSimplePassivethroughthiscontext.OPTIONALWARMERWritecrimeon the boardand ask Ss to brainstormanywordsrelatedto thistopic.Getfeedbackfromthewhoteclassandwritethe wordson the board.AskSs if theycanmakeanyotherword(adjectives,nouns,verbsor adverbs)fromthe wordsalreadyon the boarde.9.,if you havewrittenprison elicitprisoner.Vocabulary1 ) In pairs,Ssanswerthequestionsusingoneof thewordsfromthe box.Checktheanswerswiththeclass.2 ) Readthroughthe questionswiththeclasscheckingthattheyunderstandattofthe questions.Ssthendiscusstheiranswersin pairs.Getfeedbackfromthe class.Listening) FocustheSson the picturesandaskthemwhattheycansee(a mananda car).Ask:e: Doesthe manlookhappy?(No) Q: ls the carnew?(Yes)ts it clean?(yes)3 > tetl Sstheyaregoingto heara newsstoryrelatedto the picturesandthewordsin the box.Focuson thosewordsandchecl<studentcomprehension.> AskSsto predictthestoryin pairs.Getideasfromthewholeclass.4 ) Playrecording9.5andSslisten.Askthemifanybodyin theclasswasrightaboutthestoryandelicitinformationaboutwhattheyhaveheard.5 ) Readthroughthestatementswiththewholeclass.Sslistento recording9.5againandmarkthemtrue(T)orfatse(F).Givethemtimeto comparewitha partnerbeforecheckingtheanswers.Ssworkin pairsto thinkof a crimethat theyhaveheardaboutrecentlyin the news.Theymakenotesaboutwhathappenedandexplainthe storyto the restof the class.Eachpairhasto decidewhatpunishmenttheythinkis suitablefor eachcrime.GetfeedbackanoencourageSsto discussthe differentpossibilities.GrammarOPTIONALGRAMMARLEAD-INWritethe followingstemsentenceson the board:65 million fast food meals...Overfifty million text messages...Over4oo million cars...Tel[Ss thatthesearethe beginningofsentencestakenfroma textaboutspeedin lesson8.r.
In pairs,andwithouttookingbackat the text,askthemtofinishthe sentencesin an appropriateway.Getfeedbackandtel[ the Ssto checl<theirversionwith the originalon page76.Writethe futtsentenceson the board.Nowask:Q: Howdo you think you say this in the past?A[[owSsto talk aboutthis with a partnerandthengerfeedback.Eticitthe correctform.7 ) FocustheSson theActivegrammarbox.Tellthemto readthroughthe notesandchoosethecorrectalternatives.ActivegrammarUsetheactiveformto saywhatthesubjectdid.Usethepassiveto saywhathappenedto thesubject.8 > TettSsto lookat the tapescripton paget57 andunderlinefiveexamplesof the pastSimplepassive.> TettSsthatfurthernotesareprovidedon Referencepage93.TheyshouldfeeIfairlycomfortablewiththisgrammarpointhavingalreadystudiedthe presentform.9 ) Sscompletethesentencesin pairs.Getfeedbackfromthewholectass.1O > Sscompletethesentencesin pairs.Checl<theanswersby havingtwoSsreadout eachof thediatogues.6 ) 5s discussthe questionsin pairsor sma[[groups.Goaroundtheclassmonitoringtheirconversationsandencouragingself-correctionof errors.1 1 ) p6sg5Sson the pictureandaskthemto describeit witha partnerandto saywhattheythinkis happening.Getfeedbackfromtheclass.> TetlSsto readthroughthewholetextin orderto getthegeneralideaofthe story.At thisstagetheydo notchoosealternatives.) Thenaskif thereis anyvocabularytheydon'tunderstand.EncourageotherSsto explainbeforeinterveningyourself.) Ssreadthroughthetextagainchoosingthecorrectalternatives.Checktheanswerswiththewholeclass.Writing12 ) FocustheSson the Howto ...boxandsivethemafewminutesto readthroughtheinformation.isk,Q:Whatdo we normallyput in the introductionto anarticle?Q:Whatsequencerscanwe use?AskSsif thevcanthinkof anymoresequencersapartfromtheonesaireadygiven(e.g.,at first, later,in the end etc.)Q: Howcanwe finishthe article?) NowtetltheSsto dividethestoryin Ex.n intothreeparts.Getfeedbackfromthectass.(Thefirstcompletesentenceis the introduction,the lastcompletesentenceistheconclusion,andthe restis thestory.)13a> Dividetheclassintotwo groups,A andB.GroupA lookat the pictureson pagep6 andgroupB lookat thepictureson pagerz8.b > WithineachgroupSsworkin pairsto describewhatis happeningin eachpictureandmakea noteofvocabularytheyneedto do thistask.lfvou havedictionariesatlowSsto usethem,if not,Ssrequestthevocabularyfromyou.c > Puta studentA witha studentB.
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